Increased Pupil Size during Future Thinking in a Subject with Retrograde Amnesia

Recent research has assessed pupil size during past thinking in patients with retrograde amnesia. Building on this research, we assessed pupil size during future thinking in a retrograde amnesia patient. To this end, we measured pupil size during past and future thinking in L, a 19-year-old, right-handed man free of neurological/psychiatric disorders except for retrograde amnesia that occurred after an episode of fugue. During a past thinking condition, we invited L to retrieve retrograde events (i.e., events that occurred before amnesia) and anterograde events (i.e., events that occurred after amnesia). During a future thinking condition, we invited him to imagine events that might occur the following week, the following month, and in the new year. Past and future thinking occurred while L’s pupil size was monitored with eye-tracking glasses. L demonstrated higher specificity during future than during past thinking. Critically, the results demonstrated a larger pupil size during future than during past thinking. The larger pupil size during future thinking observed in L can be attributed to the high cognitive load involved in future thinking. Our study not only demonstrates preserved future thinking in a patient with dissociative retrograde amnesia, but also shows that pupillometry can be used for the physiological assessment of future thinking in retrograde amnesia patients.

Anthropomorphizing malware, bots, and servers with human-like images and dialogues: the emotional design effects in a multimedia learning environment

Emotional design refers to imbuing a multimedia learning environment with design attributes that promote learners’ positive affect and motivation to enhance learning. One such feature is anthropomorphism, in which human-like attributes are infused into learning elements in a multimedia learning environment. This study examines the affective, motivational, and cognitive effects of incorporating cute and funny human-like images and dialogues into learning objects depicting malware, bots, and servers in an animation conveying a lesson on how a distributed denial-of-service attack occurs. A between-subjects online experiment was conducted in which undergraduates from a large Asian university (n = 70) engaged with either the anthropomorphized or non-anthropomorphized multimedia lesson. The findings partially supported the anthropomorphism effects on learners’ affective-motivational states insofar as the anthropomorphized multimedia lesson evoked a significantly greater change of positive affect but did not differently affect intrinsic motivation and learning outcome than the non-anthropomorphized version. Concerning cognitive load, anthropomorphism led to significantly lower perceived difficulty regarding the learning topic (intrinsic load), which conforms with most emotional design findings. There was a marginal trend in which learners engaged longer with the anthropomorphized than the non-anthropomorphized multimedia lesson. This study offers insights on anthropomorphism in multimedia learning that extends to cultural factors unique to Asian learners and information technology subject domain. Theoretical and practical implications are discussed through the lens of cognitive-affective theory of learning with media, integrated cognitive affective model of learning with multimedia, and cognitive load theory. Future directions concerning anthropomorphism research in the multimedia learning context are addressed in this paper.

Telementoring of Open and Laparoscopic Knot Tying and Suturing Is Possible: A Randomized Controlled Study

Aim Several motor learning models have been used to teach highly complex procedural skills in medical education. The aim of this randomized controlled trial was to assess the efficiency of telementoring of open and laparoscopic suturing of medical students compared to conventional in-person teaching and training. Methods After randomization, 23 medical students were assigned to either the telementoring or the in-person training group. Both groups were taught by surgically trained residence with a student–teacher ratio of 1:1 (teacher–student). Open suturing was assessed in a model of congenital diaphragmatic hernia and laparoscopic suturing in a model of bowel anastomosis. All subjects were trained according to the spaced learning concept for 3 hours. Primary end points were time, knot quality, precision, knot strength, and overall knotting performance/competency. Furthermore, we utilized the Surgery Task Load Index to evaluate the cognitive load of both teaching techniques. Students' subjective progress regarding skill acquisitions and acceptance of telementoring was assessed using a nine-item questionnaire. Results All 23 trainees significantly improved after training in all knot attributes. More than 90% of all subjects reached proficiency in both groups. In-person training and telementoring were similarly practical, and no significant differences regarding speed, knot quality, precision, knot stability, and procedure performance/competency were found. Students perceived no difference in acquisition of factual or applicational knowledge between the two groups. General acceptance of telementoring was moderate in both groups before training, but increased during training in students actually assigned to this group, in comparison to students assigned to conventional teaching. Conclusion The current study shows that telementoring of open and laparoscopic suturing is an ideal answer to the current coronavirus disease 2019 pandemic, ensuring continuous training. On-site training and telementoring are similarly effective, leading to substantial improvement in proficiency in intracorporeal suturing and knot tying. Likewise, students' subjective progress regarding skill acquisitions and cognitive load does not differ between teaching methods. Skepticism toward telementoring decreases after exposure to this learning method. Given our results, telementoring should be considered a highly effective and resource-saving educational approach even after the current pandemic.